What do Chemistry Teachers Think about School Scientific Problem Solving and Scientific Thinking Competences?

Abstract

This work derives from the theoretical and methodological orientations of a research program initiated in 2007 (FONDECYT 1070795, 1095149 and 1110598) whose purpose has been to identify and characterize the notions of science teachers and future teachers of school scientific problem solving and scientific thinking skills, as well as, the best strategy in which science education should be addressed in the school chemistry teaching. First-order results clearly indicated that their notions of scientific thinking skills and problem solving are fragmented, simple, minimally processed and even contradictory. The possible explanation for these results, we believe, is linked to a traditional representation of science and scientific knowledge products, and a simple and dogmatic instrumental image of teaching and learning chemistry.